Determination of differences between in education research and university hospitals training and working conditions of specialized students in medical pathology specialization

Objective: In this study, we compared the training and working conditions in pathology residency between the universities and research hospitals in Turkey. The aim of this study is to contribute to the pathology specialty training in the light of the obtained data. Method: A total of 219 residency physician from 137 universities, 82 university and non-university institutions participated in our study. The survey has 35 questions and diveded to three parts, some of which are open-ended. The questionnaire was delivered to the participants via electronic media. The results of the survey were analyzed with SPSS 22.0 package program. Data are summarized with mean, standard deviation, number and percentage distribution. The variables indicated by counting were evaluated with Chi-Square Test and t-test or Mann-Whitney U test were used for the variables specified by the measurement. Significance level p <0.05 was accepted. In the statistical analysis, educational institutions, universities and other institutions (education research hospital, foundation university and affluent universities) were collected under two headings. Results: Of the participants, 172 (65.6%) were female and 47 (34.4%) were male. Pathology specialty was preferred in the second most preferred position (11.5%). The inadequacy of the educational staff in the education and research hospitals, tunqualified educators, the duration of training and the low number of cases in some institutions are the negative parameters that affect the education. cytopathology, hematopathology, neuropathology, nephropathology and bone-soft tissue pathology training is insufficient during the training of residency physicians. (p <0.001). When the institutions were evaluated according to the chi-square test and the satisfaction of the training given to the specialization students, a significant difference was found between the institutions (p <0.02). While the university students are satisfied with the education they receive, the satisfaction rate in other institutions is 29%. There was no significant difference between the institutions in terms of the time allocated for daily microscope training, the time allocated for macroscopic examination, the desire to become an academician and the sense of competence. Conclusion: The education of pathology speciality was evaluated by residency physicians and it was concluded that education was not standard in instutions. It should be ensured that assistants perform rotation on the subjects they are missing, the time allocated to education and the number of qualified cases increase the sense of proficiency. In addition, medical pathology specialty training should be carried out by educators. Keywords: Medical pathology specialty students, education, training environment, working conditions